Feeling the Motion through Force “Rolling into Art”Grade Level 2nd

Project 3 of 3

Approx. Duration of Project: 30 -45 minutes (1 day)

Project Description
(Describe in a brief paragraph what the project entails. Think of this as an elevator pitch for teachers to read and get excited about the instruction. Include the art forms, science content and writing skills.) / Learning Targets
(Consider Bloom’s Taxonomy higher order thinking skills when creating these “I Can” statements)
In this project, students will use force and motion to create a visual art piece using marbles and paint. The students will investigate how the size of marbles will affect the speed of the marbles when rolled through paint. The students will then compare and contrast their artwork to the work of Jackson Pollack. / I can create an art piece using different media and force.
I can reflect on my art piece and how it relates to force and motion.
I can compare and contrast my artwork to the work of Jackson Pollack.

ESSENTIAL QUESTIONS (These are the open-ended deepening questions that guide instruction in this particular project. Consider 21st Century Skills and higher order thinking skills in Bloom’s Taxonomy.)

•How does the size of the marble effect the speed of the marble through the paint and the thickness of the paint line when creating a painting?

STANDARDS

Curriculum Standards (Spell out the complete standard, not just the code. Include science standard and at least one focused writing standard and math standard that is addressed in this project). / Arts Standards (Spell out the complete standard, not just the code. Refer to GA DOE Fine Arts Standards)
S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).
a. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
b. Design a device to change the speed or direction of an object.
c. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).
•ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.
. / VA2MC.2 Formulates personal responses.
a. Produces multiple interpretations for an object or image.
VA2PR.1 Creates artworks based on personal experience and selected themes.
b. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition).
c. Combines materials in new and inventive ways to make a finished work of art.
VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
c. Creates paintings with a variety of media (e.g., tempera, watercolor).
VA2PR.4 Participates in appropriate exhibition(s) of artworks.
a. Writes a title that describes his or her finished work of art.
b. Writes an artist’s statement by reflecting on finished artwork.
VA2AR.1 Discusses his or her artwork and the artwork of others.

KEY VOCABULARY

Content Vocabulary (bulleted list of science, writing or math content specific vocabulary words) / Arts Vocabulary (bulleted list of words with definitions for words, refer to ArtsNow Vocab sheets)
•Force
•Motion
•Push
•Pull
•Investigation / ●Color-An element of art with three properties, hue, intensity, and value.
●Media- Tools and materials an artist uses.
●Proportion-Gives a sense of size seen as a relationship of objects, such as smallness or largeness.
●Line-An element of art which refers to the continuous mark made on some surface by a moving point.
●Shape- An enclosed space defined by other elements of art.

TECHNOLOGY INTEGRATION (Include technology that is integrated directly into the project. Ex: apps, websites for research, virtual fieldtrips, mystery skype calls, etc..)

• (Video of Jackson Pollack’s work)
•Ramps 1: Let it Roll! AAAS- Science Netlinks

•

ASSESSMENTS

Formative (bulleted list of strategies for formatively assessing students throughout project) / Summative (bulleted list of finished products from the project, include rubric and specific writing task/ assignment)
●Teacher will observe the students for the understanding of forces and motion.
●Teacher will observe the students as they use forces and motion to create a visual art piece in the style of Jackson Pollock.
●Teacher will observe the students during the reflection process.
●Teacher will observe the students as they create their written reflection. / ●Teacher will use the rubric provided to assess student on science content, art process, and final product.

MATERIALS (include bulleted list of all materials needed including websites, vendors, quantities)

Book: Action Jackson (1 per classroom)

Tempera Paints (1 set of 5 per class)

Copy Paper Box Lids
Plain White Construction Paper

Different Size Marbles

Activating Strategy (5- 10 min)
Show the video the students will brainstorm on chart paper with a shoulder partner what they saw in the Jackson Pollack video.
●What sort of lines and shapes did you see in the video demonstration?
●What do you notice about his technique and how it affects the paint?
●What was the cause and effect of the amount of force he exerted and the amount of paint that splattered on the canvas?
Main Activity (Bulleted list of one step directions for each part of project, think about the parts as if they are “day 1” “day 2”. This should include a balanced process of whole group modeling and small group project-based learning.)
PROCESS: After showing the video the students will brainstorm on chart paper with a shoulder partner what they saw in the Jackson Pollack video.
●What sort of lines and shapes did you see in the video demonstration?
●What do you notice about his technique and how it effects the paint?
●What was the cause and effect of the amount of force he exerted and the amount of paint that splattered on the canvas?
Refer back the book Action Jackson as needed from Lesson 1.
The students will then use their knowledge of force and motion to create a visual art piece representing what they have learned about force and motion using marbles, paper, and various colors of paint.
PART I (Day 1)
●Pass out the needed materials for the activity (1 copy paper box lid per 2 students, different size marbles, white construction paper 9X12).
●Direct students to write their name on the back of their paper.
●Model for the students the correct way to roll the marbles back and forth and side to side.
●Direct the students to put the paper in the copy paper box lid.
●The teacher will squirt 3 to 4 colors, chosen by the student, onto the paper.
●The student will drop the marbles of different sizes into the paint and will begin to carefully roll the marbles back and forth and side to side.
●Repeat these steps with the other partner.
PART 2 (Day 2)
●After the artwork has dried, the students will give their artwork a title. Next, the students will notice lines and shapes in their painting. On chart paper, students can reflect what they saw in relation to the different size marbles and the different amount of force used.
●Students will complete a Venn Diagram comparing/contrasting their work with the work of Jackson Pollack.
●My painting is similar to Jackson Pollack by:
They both have ______.
●My painting is different than Jackson Pollack because ______.
Classroom Tips: (Include classroom management directions or how to prepare the classroom space for the project.)
Each student will create their own painting using different size marbles and tempera paint.
Depending on the length of time they each have to roll the marbles around, you might think about how many colors will be used and what those colors are. Consider using 2 primary colors, which will make a secondary color as lines cross back and forth (red, yellow=orange). OR choosing only warm colors (red, yellow, orange) or only cool colors (blue, green, purple). This teaches/reinforces color theory and may save some students from getting a muddy mix (3 primary colors mixed together make brown).

REFLECTION

Reflection Questions (Include a bulleted list of open-ended reflection questions that you will ask students to respond to either thru class discussion or written activity. This reflection should help students synthesize their understanding of how the arts helped them understand the concept being taught.)
●How does the size of the object effect the change in the speed and direction of the marble?
●How do the markings differ from the small marble to the large marble?
●How is your painting similar to those of Jackson Pollack?

DIFFERENTIATION (Describe how the main activity could be differentiated for the different sub-groups, include bulleted lists of modified steps.)

BELOW GRADE LEVEL: The teacher will provide a writing template and word bank or flashcards for students that are below grade level or EL students. Project requirements such as number of marbles/colors used will be modified according to student abilities.
ABOVE GRADE LEVEL: Write a story about what they see in their artwork.
EL STUDENTS: Provide a word bank
Small Group

ADDITIONAL RESOURCES (Includes items that would further extend/ enrich instruction on this project, it could include suggested book lists, youtube videos, virtual fieldtrips, etc..)

●Ramps 1: Let it Roll! AAAS- Science Netlinks

APPENDIX (Include the list of attachments, below are the items that are required to be attached for every project.)

●Rubric for this project
●Written Reflection Sheet (sheet will be created based on a few key Reflection Questions)

CREDITS(List the authoring teachers names here.)

Lisa Keasler
Tammy Owen